Differences In IQ Research Articles

Characteristics of early cognitive development in children with Williams syndrome: a prospective cohort study

To investigate the early cognitive development characteristics of children with Williams syndrome (WS) at different age stages. From September 2018 to June 2023, 106 children diagnosed with WS at the Department of Pediatric Health Care, Children's Hospital, Zhejiang University School of Medicine, aged 1 to <5 years, were prospectively enrolled. All children underwent Gesell developmental diagnostic assessments to analyze the cognitive development characteristics of WS children across different age groups. The average age of the 106 WS children was (3.1±1.2) years; 58 were male, and 48 were female. There were no significant differences in developmental levels between males and females in the five domains of gross motor skills, fine motor skills, language, personal-social skills, and adaptive behavior (P>0.05). The incidence rates of mild, moderate, severe, and profound developmental disabilities among children of different age groups showed no significant differences (P>0.05). Comparisons of developmental levels in gross motor skills, language, personal-social skills, and adaptive behavior among different age groups were also not statistically significant (P>0.05). With the increase of age, the developmental level of fine motor skills showed a decreasing trend (P<0.05). There were no significant differences in verbal IQ and non-verbal IQ within each age group of WS children (P>0.05). The overall developmental level of WS children stabilizes with age, and their early language abilities do not significantly exceed their non-verbal abilities.

Preschool Children’s Science Learning: Instructional Approaches and Individual Differences

ABSTRACT Research Findings: Early science skills predict later science achievement, and persistent achievement gaps in science appear as early as preschool. The current study compared the effectiveness of different instructional approaches for teaching preschoolers about sinking and floating and examined individual differences in learning. Typically developing 4–5-year-olds (N = 93; 47% female) were randomly assigned to an Explicit Instruction, Discovery Learning, or No-Instruction Control condition. A pre-posttest design was used to measure change in children’s knowledge of sinking and floating using an assessment created for the current study. Participants also completed measures of executive function and non-verbal and verbal IQ. Children in the Explicit Instruction condition learned more than children in the other two groups. Additionally, individual differences in age, socioeconomic status, IQ, and executive function predicted learning, although only age and SES were uniquely predictive when all variables were included in the model. Lastly, children’s sinking and floating pretest scores significantly interacted with instructional condition to predict learning. Among children in the Discovery Learning condition, those with more prior knowledge gained more after instruction than children with less prior knowledge. Practice or Policy: These findings highlight the importance of considering how learner characteristics might influence the effectiveness of different instructional approaches.

The impact of social-environmental factors on IQ in syndromic intellectual developmental disabilities.

Despite having the same underlying genetic etiology, individuals with the same syndromic form of intellectual developmental disability (IDD) show a large degree of interindividual differences in cognition and IQ. Research indicates that up to 80% of the variation in IQ scores among individuals with syndromic IDDs is attributable to nongenetic effects, including social-environmental factors. In this narrative review, we summarize evidence of the influence that factors related to economic stability (focused on due to its prevalence in existing literature) have on IQ in individuals with syndromic IDDs. We also highlight the pathways through which economic stability is hypothesized to impact cognitive development and drive individual differences in IQ among individuals with syndromic IDDs. We also identify broader social-environmental factors (e.g., social determinants of health) that warrant consideration in future research, but that have not yet been explored in syndromic IDDs. We conclude by making recommendations to address the urgent need for further research into other salient factors associated with heterogeneity in IQ. These recommendations ultimately may shape individual- and community-level interventions and may inform systems-level public policy efforts to promote the cognitive development of and improve the lived experiences of individuals with syndromic IDDs.

Friendship in Autism Spectrum Disorder Is Related to Diverse Developmental Changes Between Toddlerhood and Adolescence.

Follow-up studies of children diagnosed with autism spectrum disorder (ASD) in early childhood that focus on friendship formation during adolescence are scarce. The present study focused on exploring characteristics possibly related to the ability to establish friendships during adolescence among children diagnosed with ASD in toddlerhood. The cohort included 43 participants who underwent comprehensive assessments during toddlerhood and adolescence. Participants were divided into two groups [Friendship(+)/Friendship(-)] based on (1) adolescent social insight as assessed by professionals and (2) parental and adolescent self-reports regarding having or not having friends. No differences in IQ, ASD symptoms, or adaptive behavior during early childhood were found between the two groups. Different and better changes in social communication, adaptive socialization, and daily living skills were observed for the Friendship(+) group. Adolescents with ASD in the Friendship(+) group exhibited greater social independence. Attention-deficit/hyperactivity disorder incidence, anxiety symptom severity, and placement in mainstream or special education classes did not differ between the two groups. This long-term study highlights that for children with ASD, longitudinal growth in social communication and adaptive functioning is possible, highly important for and related to the development of the complex ability to establish friendship.

What predicts psychosocial functioning in borderline personality disorder? Investigating the association with reflective functioning.

The aim of this study was to investigate factors associated with functioning in participants with and without borderline personality disorder (BPD). In particular, we were interested whether mentalizing and related social cognitive capacities, as factors of internal functioning, are important in predicting psychosocial functioning, in addition to other psychopathological and sociodemographic factors. This is a cross-sectional study with N = 53 right-handed females with and without BPD, without significant differences in age, IQ, and socioeconomic status, who completed semi-structured diagnostic and self-report measures of social cognition. Mentalizing was assessed using the Reflective Functioning Scale based on transcribed Adult Attachment Interviews. A regularized regression with the elastic net penalty was deployed to investigate whether mentalizing and social cognition predict psychosocial functioning. Borderline personality disorder symptom severity, sexual abuse trauma, and social and socio-economic factors ranked as the most important variables in predicting psychosocial functioning, while reflective functioning (RF) was somewhat less important in the prediction, social cognitive functioning and sociodemographic variables were least important. Borderline personality disorder symptom severity was most important in determining functional impairment, alongside trauma related to sexual abuse as well as social and socio-economic factors. These findings verify that BPD symptoms themselves most robustly predict functional impairment, followed by history of sexual abuse, then contextual factors (e.g. housing, financial, physical health), and then RF. These results lend marginal support to the conceptualization that mentalizing may enhance psychosocial functioning by facilitating social learning, but emphasize symptom reduction and stabilization of life context as key intervention targets.

Identifying Autistic-Like Symptoms in Children with ADHD: A Comparative Study Using ADOS-2.

Recent literature has focused attention on the presence of autistic-like symptoms in children with Attention Deficit/Hyperactivity Disorder (ADHD), who often exhibit social difficulties, posing challenges for a distinct clinical diagnosis. The current study aimed to identify the specific pattern of autistic symptoms in subjects with ADHD or Autistic Spectrum Disorder (ASD), examining similarities or differences at both the domain and individual item levels. In this study, we enrolled 43 school-age children divided into the following: the ADHD group (n=25) consisted of children initially referred for ASD symptoms but subsequently clinically diagnosed with ADHD, and the ASD group consisted of 18 children with ASD. We used the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2), to examine relative differences in the presence of symptoms such as deficits in communication and social interaction, and restricted and repetitive behaviors in these two groups. Comparison between groups was conducted to explore differences in IQ, age, ADOS-2 domains, and externalizing and internalizing problems among the groups. We found significant differences between the groups when comparing summary scores of ADOS-2 domains (Social Affect, Restricted and Repetitive Behavior, and Total Score). Interestingly, at the individual item level, the ADHD group exhibited a similar level of atypical behaviors compared to the ASD group in two items related to the social-communication area: "Pointing" and "Gestures". Additionally, the frequencies of "Stereotyped/idiosyncratic words or phrases", "Mannerisms", and "Repetitive interests and behaviors" also showed similarities between groups. These findings indicate the importance of exploring and developing potential transdiagnostic domains that could be targeted for treatments specifically designed for children with ADHD.

94 Equivalence of In-person and Virtual Administration of the Delis-Kaplan Executive Function System’s Color-Word Interference Subtest in Youth Recovered from Concussion and Controls

Objective:Virtual testing can reduce cost and burdens, as well as increase access to clinical care. Few studies have examined the equivalency of virtual and in-person administration of standardized measures of executive functioning in children. During the COVID-19 pandemic, we utilized virtual administration of the Delis-Kaplan Executive Function System, Color-Word Interference Test (DKEFS-CW) in our ongoing longitudinal research study exploring outcomes in children clinically recovered from concussion compared to never-concussed peers. In the current study, we explore the equivalence of scores obtained via in-person and virtual administration of the DKEFS-CW in youth recovered from concussion and never-concussed controls.Participants and Methods:Participants included 112 youth ages 10-18 (Mage=14.05 years, SD=2.296; 53.5 % Male) who completed the DKEFS-CW in-person (n=63) or virtually (n=49) as part of their involvement in the parent study. Of these, 38 were recovered from concussion (Mdays since injury— 91.21, SD=88.91), and 74 were never-injured controls. Virtual administration was done via Zoom by presenting digital scans of the DKEFS stimulus book using the screen-sharing function. Participants set up and joined the Zoom call from a secondary device (cell phone) that was set in a stable position to provide a view of their screen, mouse and keyboard setup. Group (in-person vs remote) differences in DKEFS-CW scores were examined using independent-samples t-tests for all subtest conditions (color naming, word reading, inhibition, and inhibition/switching). T-tests/chi-square tests were used to examine between-group differences in demographic variables (i.e., age, sex maternal education, IQ, concussion history). Demographic variables that were significantly different by group were then included as covariates in ANCOVA models examining the effect of administration context on performance.Results:There were no significant differences in DKEFS-CW scaled scores between those who were administered the measure in-person or virtually (Color Naming: Min-person=10.78, Mvirtual=10.08, t(110)=1.634, p=.105; Word Reading: Min-person=11.25, Mvirtual=10.92, t(110)=.877, p=.382; Inhibition: M in-person= 11.70, Mvirtual=11.24, t(110)=1.182, p=.240; Inhibition/Switching: Mi n-person= 11.29, Mvirtual=10.82, t(110)=1.114, p=.268). There were no significant between-group differences in concussion history, sex, maternal education or IQ. However, those who were administered the DKEFS-CW in-person (Mage=13.55) were significantly younger than those who were administered the measure virtually (Mage=14.69), t(110)=-2.777, p=.006. After controlling for age, there remained no significant relationship between administration context (in-person vs. virtual) and DKEFS-CW performance for any subtest condition (Color Naming: F(1,30)=.016, p=.889; Word Reading: F(1,76)=.655, p=.421; Inhibition: F(1,30)=.038, p=.847; Inhibition/Switching: F(1,30)=.015, p=.902).Conclusions:The recommended practice for remote administration of DKEFS-CW is to have test stimuli presented flat on a table by a trained facilitator present with the examinees. Here, we provide preliminary evidence of equivalence between DKEFS-CW scores from tests completed in-person and those completed virtually with stimuli presented on a computer screen. Future studies are needed to replicate these findings in clinical populations with greater variability in executive function. Some clinical populations may also require more in-person support. Likewise, future studies may examine the role of trained facilitators or caregivers in the virtual testing process.

Investigating heterogeneity across autism, ADHD, and typical development using measures of cortical thickness, surface area, cortical/subcortical volume, and structural covariance

IntroductionAttention-deficit/hyperactivity disorder (ADHD) and autism are multi-faceted neurodevelopmental conditions with limited biological markers. The clinical diagnoses of autism and ADHD are based on behavioural assessments and may not predict long-term outcomes or response to interventions and supports. To address this gap, data-driven methods can be used to discover groups of individuals with shared biological patterns.MethodsIn this study, we investigated measures derived from cortical/subcortical volume, surface area, cortical thickness, and structural covariance investigated of 565 participants with diagnoses of autism [n = 262, median(IQR) age = 12.2(5.9), 22% female], and ADHD [n = 171, median(IQR) age = 11.1(4.0), 21% female] as well neurotypical children [n = 132, median(IQR) age = 12.1(6.7), 43% female]. We integrated cortical thickness, surface area, and cortical/subcortical volume, with a measure of single-participant structural covariance using a graph neural network approach.ResultsOur findings suggest two large clusters, which differed in measures of adaptive functioning (χ2 = 7.8, P = 0.004), inattention (χ2 = 11.169, P &amp;lt; 0.001), hyperactivity (χ2 = 18.44, P &amp;lt; 0.001), IQ (χ2 = 9.24, P = 0.002), age (χ2 = 70.87, P &amp;lt; 0.001), and sex (χ2 = 105.6, P &amp;lt; 0.001).DiscussionThese clusters did not align with existing diagnostic labels, suggesting that brain structure is more likely to be associated with differences in adaptive functioning, IQ, and ADHD features.

Inter-subject correlation during long narratives reveals widespread neural correlates of reading ability

Recent work using fMRI inter-subject correlation analysis has provided new information about the brain's response to video and audio narratives, particularly in frontal regions not typically activated by single words. This approach is very well suited to the study of reading, where narrative is central to natural experience. But since past reading paradigms have primarily presented single words or phrases, the influence of narrative on semantic processing in the brain – and how that influence might change with reading ability – remains largely unexplored. In this study, we presented coherent stories to adolescents and young adults with a wide range of reading abilities. The stories were presented in alternating visual and auditory blocks. We used a dimensional inter-subject correlation analysis to identify regions in which better and worse readers had varying levels of consistency with other readers. This analysis identified a widespread set of brain regions in which activity timecourses were more similar among better readers than among worse readers. These differences were not detected with standard block activation analyses. Worse readers had higher correlation with better readers than with other worse readers, suggesting that the worse readers had “idiosyncratic” responses rather than using a single compensatory mechanism. Close inspection confirmed that these differences were not explained by differences in IQ or motion. These results suggest an expansion of the current view of where and how reading ability is reflected in the brain, and in doing so, they establish inter-subject correlation as a sensitive tool for future studies of reading disorders.

IQ After Pediatric Concussion.

This study investigated IQ scores in pediatric concussion (ie, mild traumatic brain injury) versus orthopedic injury. Children (N = 866; aged 8-16.99 years) were recruited for 2 prospective cohort studies from emergency departments at children's hospitals (2 sites in the United States and 5 in Canada) ≤48 hours after sustaining a concussion or orthopedic injury. They completed IQ and performance validity testing postacutely (3-18 days postinjury; United States) or 3 months postinjury (Canada). Group differences in IQ scores were examined using 3 complementary statistical approaches (linear modeling, Bayesian, and multigroup factor analysis) in children performing above cutoffs on validity testing. Linear models showed small group differences in full-scale IQ (d [95% confidence interval] = 0.13 [0.00-0.26]) and matrix reasoning (0.16 [0.03-0.30]), but not in vocabulary scores. IQ scores were not related to previous concussion, acute clinical features, injury mechanism, a validated clinical risk score, pre- or postinjury symptom ratings, litigation, or symptomatic status at 1 month postinjury. Bayesian models provided moderate to very strong evidence against group differences in IQ scores (Bayes factor 0.02-0.23). Multigroup factor analysis further demonstrated strict measurement invariance, indicating group equivalence in factor structure of the IQ test and latent variable means. Across multisite, prospective study cohorts, 3 complementary statistical models provided no evidence of clinically meaningful differences in IQ scores after pediatric concussion. Instead, overall results provided strong evidence against reduced intelligence in the first few weeks to months after pediatric concussion.

A longitudinal comparison of emotional, behavioral and attention problems in autistic and typically developing children.

Mental health problems are elevated in autistic individuals but there is limited evidence on the developmental course of problems across childhood. We compare the level and growth of anxious-depressed, behavioral and attention problems in an autistic and typically developing (TD) cohort. Latent growth curve models were applied to repeated parent-report Child Behavior Checklist data from age 2-10 years in an inception cohort of autistic children (Pathways, N = 397; 84% boys) and a general population TD cohort (Wirral Child Health and Development Study; WCHADS; N = 884, 49% boys). Percentile plots were generated to quantify the differences between autistic and TD children. Autistic children showed elevated levels of mental health problems, but this was substantially reduced by accounting for IQ and sex differences between the autistic and TD samples. There was small differences in growth patterns; anxious-depressed problems were particularly elevated at preschool and attention problems at late childhood. Higher family income predicted lower base-level on all three dimensions, but steeper increase of anxious-depressed problems. Higher IQ predicted lower level of attention problems and faster decline over childhood. Female sex predicted higher level of anxious-depressed and faster decline in behavioral problems. Social-affect autism symptom severity predicted elevated level of attention problems. Autistic girls' problems were particularly elevated relative to their same-sex non-autistic peers. Autistic children, and especially girls, show elevated mental health problems compared to TD children and there are some differences in predictors. Assessment of mental health should be integrated into clinical practice for autistic children.

Adolescents’ Understanding and Appreciation of Miranda Rights: Comparison of Youth in the Juvenile Justice System and in the Community

ABSTRACT Although adolescents’ understanding and appreciation of Miranda rights have been examined with community youth and youth in the legal system, Miranda waiver capacities have not been compared between these populations, a comparison critical to elucidating relationships between rights comprehension, age, and IQ. This study compared Miranda comprehension between 108 juveniles in residential pre- and post-adjudication facilities and 43 students in a high-achieving private school. The juvenile justice sample had significantly lower Miranda comprehension, attributable to differences in verbal IQ. The relationship between age and verbal IQ and Miranda comprehension differed for the two samples, suggesting relationships between these variables may be more complex than previously thought.

Strategi Manajemen Konflik dalam Pengembangan Soft Skill dan Hard Skill Siswa Kelas 4 di SDI Full Day Baitul Izzi

AbstractThis research is focused on explaining how conflict management strategies towards the development of soft skills and hard skills of 4th graders at SD I Full Day Baitul Izzi. This study used a qualitative approach with case study design. The data collection techniques used are observation, interviews, and documentation in collecting data. The results of the study there are several conflicts that occur in the development of soft skills and hars skills, including: a. Conflict in soft skill development; shift in norms caused by the times, the innate character possessed by students. b. Conflict in hard skill development; IQ difference, lazy to read and write. Several efforts have been made, namely: a. Conflict management strategy in soft skill development; using the class development method, becoming Uswatun Hasanah. b. Conflict strategy in hard skill development; provide additional hours for students who have low IQs, show children who are lazy to read to read while learning and record every material that has been explained for children who are lazy to write.

School-age outcomes of children after perinatal brain injury: a systematic review and meta-analysis

BackgroundOver 3000 children suffer a perinatal brain injury in England every year according to national surveillance. The childhood outcomes of infants with perinatal brain injury are however unknown.MethodsA systematic review...

Neurocognitive Functioning in Patients with Painful Temporomandibular Disorders.

To investigate psychosocial factors in painful TMD (pTMD) which could have consequences for mastering chronic pain. Our study included 22 patients (20 women, 2 men) with pTMD, refractory to conservative treatment, and 19 healthy controls. The control group was matched for gender, age, and educational level, and IQ tested on the Wechsler Abbreviated Scale of Intelligence. Neurocognitive function was tested with the Color-Word Interference Test (CWIT). Pain intensity was reported according to the General Pain Intensity Questionnaire (GPI), using the Numeric Rating Scale (NRS). Self-perceived cognitive difficulties were reported by the Perceived Deficits Questionnaire-Depression 5-item (PDQ-5). Two measures of rumination were included: the Rumination-Reflection Questionnaire (RRQ) and the Ruminative Response Scale (RRS). The Montgomery Åsberg Depression Rating Scale Self-report (MADRS-S) was used to measure depressive symptoms, and the Oral Health Impact Profile-TMD (OHIP-TMD) to measure QoL related to oral health. There were no statistical differences in age (median pTMD: 55 years, median control: 53 years), educational level, and IQ between pTMD and controls. Median pain intensity in pTMD was NRS 8 at maximum and the median pain duration was 18 years. There were no significant differences in CWIT between pTMD and controls. Self-perceived cognitive function (PDQ) was significantly poorer in pTMD. Rumination scores from both measures, and the depression score from MADRS, were significantly higher in pTMD. The OHIP-TMD score revealed a significantly poorer QoL in pTMD. The group of pTMD patients have self-perceived cognitive difficulties that may make it more difficult to master chronic pain and common everyday tasks. They reported significantly more self-perceived cognitive difficulties, higher rumination, more depressive symptoms, and lower QoL compared to healthy controls, suggesting that these psychosocial factors could be targeted in treatment and interventions. However, the tested neurocognitive performance was equivalent to the control group.

The effect of SMART relational skills training on intelligence quotients: Controlling for individual differences in attentional skills and baseline IQ

The current study served to replicate the finding that extensive derived relational responding fluency training using the SMART (strengthening mental abilities with relational training) method can enhance intelligence quotient scores, while controlling for baseline levels of intelligence and attentional skills. Two separate groups of children based on school enrolment, aged 10–11 years, were assigned to a control or treatment condition en masse (i.e., not individual random assignment). All participants were administered the Test of Everyday Attention at baseline and completed the Wechsler Abbreviated Scale of Intelligence (WASI-II) at baseline and follow-up. Supervised training in derived relational responding fluency was administered at regular intervals over several months for the intervention group only. Results showed that there was a significant increase in IQ scores from baseline to follow-up for the intervention group only. However, controlling for baseline intelligence scores or any of three separate sub-indices of attentional skills eliminated this effect. This outcome serves as an indicator of the importance of controlling for baseline factors in intervention studies and the random allocation of participants to treatment and control groups.

Long-term neurocognitive outcomes in 204 single-suture craniosynostosis patients.

Craniosynostosis, which describes premature fusion of one or more cranial sutures, has been associated with a variety of neurocognitive deficits. We sought to explore the cognitive profiles of the various types of single-suture, non-syndromic craniosynostosis (NSC). A retrospective review of children 6-18 years old with surgically corrected NSC who underwent neurocognitive testing (Weschler Abbreviated Scale of Intelligence, Beery-Buktenica Developmental Test of Visuomotor Integration) from the years 2014-2022 was conducted. 204 patients completed neurocognitive testing (139 sagittal, 39 metopic, 22 unicoronal, 4 lambdoid suture). 110 (54%) of the cohort was male, and 150 (74%) were White. Mean IQ was 106.10±14.01 and mean age at surgery and testing were 9.0±12.2 months and 10.9±4.0 years, respectively. Sagittal synostosis was associated with higher scores than metopic synostosis, with significant differences in verbal IQ (109.42±15.76 vs 101.37±10.41), full-scale IQ (108.32±14.44 vs 100.05±11.76), visuomotor integration (101.62±13.64 vs 92.44±12.07), visual perception (103.81±12.42 vs 95.87±11.23), and motor coordination (90.45±15.60 vs 84.21±15.44). Sagittal synostosis was associated with significantly higher scores for visuomotor integration (101.62±13.64 vs 94.95±10.24) and visual perception (103.81±12.42 vs 94.82±12.75) than unicoronal synostosis. Compared to patients with sagittal synostosis, patients with metopic synostosis exhibited lower scores in verbal IQ, full-scale IQ, visuomotor integration, visual perception, and motor control after surgical correction. Despite surgical correction for premature metopic suture fusion, the effect on the adjacent frontal lobe and white matter connections to other regions of the brain may have a lasting functional impact. Patients with unicoronal synostosis exhibited lower visuomotor integration and visual perception scores.

Psychiatric Comorbidities in Children and Adolescents with High-Functioning Autism Spectrum Disorder: A Study on Prevalence, Distribution and Clinical Features in an Italian Sample.

This study investigated the prevalence and distribution of psychiatric comorbidities in a group of 472 children and adolescents with ASD aged 3-18 years. We examined differences in age, sex, IQ, adaptive skills, and ASD symptom severity by comparing participants with ASD (ASD group) with participants with ASD and a psychiatric disorder (ASD/PSY group). Overall, 32.2% of participants had a comorbid psychiatric condition. Attention deficit/hyperactivity disorder (ADHD) was the most frequent diagnosis among preschoolers (20.4%); among school-age children, ADHD and anxiety/obsessive-compulsive disorders were the most frequent conditions (21% and 10.6%, respectively); finally, adolescents exhibit higher prevalence of anxiety/obsessive-compulsive disorders (21.8%). The ASD/PSY group showed a higher percentage of males, they were older and showed lower adaptive skills than the group with ASD; moreover, their mothers exhibited higher stress levels than mothers of participants in the ASD group. The comparison between age groups in participants within ASD/PSY group revealed that preschoolers had lower IQ than school-age children and adolescents, and worse adaptive skills, more repetitive behaviors, and restricted interests than adolescents. This study highlights the importance of an accurate diagnosis of psychiatric comorbidities in children and adolescents with ASD, also considering individual and family impairment.

A Genetic Hypothesis for American Race/Ethnic Differences in Mean [i]g[/i]: A Reply to Warne (2021) with Fifteen New Empirical Tests Using the ABCD Dataset

Intelligence tests are excellent predictors of school and job performance, and racial/ethnic differences in mean IQ are common. Based on five lines of evidence, Warne (2021) builds a case for partly genetic causes of differences in general intelligence (g) across American self/parental-identified race or ethnicity (SIRE). Based on a careful reading of Warne (2021) and the authors he cites, we generated 15 predictions flowing from a partial genetic hypothesis. These predictions concern (1) mean cognitive differences and Spearman’s hypothesis, (2) measurement invariance across European genetic ancestry, (3) high within-group heritability and low shared environmentality, (4) admixture regression for g, (5) polygenic scores, (6) brain volume, and (7) results based on the method of correlated vectors. We used the Adolescent Brain Cognitive Development Study sample (N = 10,245) to test these hypotheses using classical and state-of-the-art statistical techniques. Decomposition of variance using twins showed that the heritability of intelligence and of brain/intracranial volume estimates were, respectively, moderate and high for both the White and the non-White subsamples, while the variance attributable to shared environment was low. Within SIRE groups, both genetic ancestry and education-related polygenic scores (eduPGS) predicted both brain volume and g. Moreover, brain volume was weakly but statistically significantly related to g (r = .14 to .25). Path and mediation analysis showed that total brain volume explained approximately 15% of the association between European ancestry and g and also explained approximately 8% of that between eduPGS and g. Finally, based on the method of correlated vectors (MCV), a positive manifold was found for genetic, brain volume, and ancestry/SIRE-related variables. We conclude that the results support the hypotheses tested and are in line with a partial genetic hypothesis. Keywords: Brain volume, g, Ancestry, Admixture, Heritability, Polygenic scores, SIRE

Comparison of cognitive strength and weaknesses between visually impaired children and non-visually impaired children

Visually impaired children experience limitation in learning and identifying the world. There has yet to be an intelligence measuring instrument tailor made to accommodate their limitations. Therefore, this study aims explore strengths and weaknesses of visually impaired children compared to non-visually impaired children in standard intelligence test as a pilot study for constructing intelligence test that is tailor made for visually impaired children. This research is a quantitative approach using WISC-R as the research instrumenrs. The data was analyzed using Mann-Whitney U Test. This study found a significant difficulty experienced by visually impaired children in performance subtest. Further, no significant difference in verbal IQ was found between visually impaired children and non-visually impaired children. The results of this study are expected to be the basis for developing intelligence measuring tools for visually impaired children in the future.